{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,4,25]],"date-time":"2025-04-25T04:18:42Z","timestamp":1745554722841,"version":"3.40.4"},"reference-count":23,"publisher":"Universidade Federal de Santa Maria","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Regae: Rev. Gest. Aval. Educ."],"abstract":"<jats:p>As avalia\u00e7\u00f5es da qualidade na educa\u00e7\u00e3o desempenham um papel fundamental no aprimoramento da educa\u00e7\u00e3o, oferecendo suporte \u00e0s escolas, comunidades escolares e redes de ensino. No contexto da educa\u00e7\u00e3o especial no Brasil, pouco se debate sobre a qualidade do processo de inclus\u00e3o educacional desse p\u00fablico. Deste modo, esta pesquisa teve como objetivo a proposi\u00e7\u00e3o de um instrumento de avalia\u00e7\u00e3o da qualidade do processo de inclus\u00e3o do p\u00fablico da educa\u00e7\u00e3o especial no contexto brasileiro. Para alcan\u00e7ar esse objetivo, foram analisados e descritos instrumentos de avalia\u00e7\u00e3o da qualidade da educa\u00e7\u00e3o inclusiva reconhecidos internacionalmente, identificando dimens\u00f5es e indicadores apropriados para conduzir a avalia\u00e7\u00e3o e alinhadas com as diretrizes educacionais brasileiras. A partir da pesquisa documental, foram identificadas doze dimens\u00f5es da qualidade: Cultura escola inclusiva, Envolvimento da comunidade, Ambientes acess\u00edveis e seguros, Curr\u00edculo escolar, Atua\u00e7\u00e3o dos profissionais, Forma\u00e7\u00e3o profissional, Gest\u00e3o e organiza\u00e7\u00e3o, Apoio aos alunos, Recursos para financiar a inclus\u00e3o, Legisla\u00e7\u00e3o, Participa\u00e7\u00e3o dos alunos e Planejamento para melhoria cont\u00ednua. Para cada uma das dimens\u00f5es da qualidade, foram propostos itens espec\u00edficos que possibilitam sua avalia\u00e7\u00e3o. O instrumento de avalia\u00e7\u00e3o final \u00e9 composto de um total de oitenta itens.<\/jats:p>","DOI":"10.5902\/2318133890906","type":"journal-article","created":{"date-parts":[[2025,4,24]],"date-time":"2025-04-24T10:26:54Z","timestamp":1745490414000},"page":"e90906","source":"Crossref","is-referenced-by-count":0,"title":["Proposi\u00e7\u00e3o de um instrumento de avalia\u00e7\u00e3o da qualidade para o processo de inclus\u00e3o do p\u00fablico da educa\u00e7\u00e3o especial"],"prefix":"10.5902","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0796-7471","authenticated-orcid":false,"given":"Ana Caroline Silva","family":"Maisto","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0651-0349","authenticated-orcid":false,"given":"Andreia","family":"Zanella","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3742-5032","authenticated-orcid":false,"given":"Andrea Cristina","family":"Konrath","sequence":"additional","affiliation":[]}],"member":"4419","published-online":{"date-parts":[[2025,4,23]]},"reference":[{"key":"1516472","unstructured":"ALBERTA EDUCATION. Indicators of inclusive schools: continuing the conversation. Alberta: Alberta Education, 2013. Dispon\u00edvel em: https:\/\/open.alberta.ca\/publications\/9781460107157. Acesso em: 12 de dezembro de 2023."},{"key":"1516473","unstructured":"BOOTH, Tony; AINSCOW, Mel. Index for inclusion: developing learning and participation in schools. Bristol: CSIE, 2000."},{"key":"1516474","unstructured":"BOOTH, Tony; AINSCOW, Mel. Index for inclusion: developing learning and participation in schools. Bristol: CSIE, 2002."},{"key":"1516475","unstructured":"BOOTH, Tony; AINSCOW, Mel. Index for inclusion: developing learning and participation in schools. 3. ed. Bristol: CSIE, 2011."},{"key":"1516476","unstructured":"BRASIL. Plano Nacional de Educa\u00e7\u00e3o PNE 2001-2011. Bras\u00edlia: MEC, 2001. Dispon\u00edvel em: http:\/\/portal.mec.gov.br\/arquivos\/pdf\/L10172.pdf. Acesso em: 12 dez. 2023."},{"key":"1516477","unstructured":"BRASIL. Plano Nacional de Educa\u00e7\u00e3o PNE 2014-2024: linha de base. Bras\u00edlia: Inep, 2015."},{"key":"1516478","unstructured":"BRASIL. Pol\u00edtica nacional de educa\u00e7\u00e3o especial. Bras\u00edlia: MEC\/Seesp, 1994."},{"key":"1516479","unstructured":"BRASIL. Pol\u00edtica nacional de educa\u00e7\u00e3o especial na perspectiva da educa\u00e7\u00e3o inclusiva. Bras\u00edlia: MEC\/Seesp, 2008."},{"key":"1516480","unstructured":"COMISS\u00c3O EUROPEIA. Educa\u00e7\u00e3o e forma\u00e7\u00e3o na Europa: diversos sistemas, metas compartilhadas para 2010. Luxemburgo: Gabinete de publica\u00e7\u00f5es oficiais das comunidades europeias, 2002. Dispon\u00edvel em: https:\/\/adcmoura.pt\/start\/Educacao_Formacao_Europa.pdf. Acesso em: 12 dez. 2023."},{"key":"1516481","doi-asserted-by":"crossref","unstructured":"FERNANDES, Preciosa. Pol\u00edticas de educa\u00e7\u00e3o especial em Portugal: uma an\u00e1lise a partir de um quadro de refer\u00eancia europeu. 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Dispon\u00edvel em: https:\/\/sense.edb.gov.hk\/uploads\/page\/integrated-education\/guidelines\/indicators-082008_e.pdf. Acesso em: 12 dez. 2023."},{"key":"1516485","unstructured":"JANGIRA, N. K; KAPOOR, Satish. Quality Indicators for inclusive education: equity in education. Gole Market: New Delly. 2018. v. 1."},{"key":"1516486","unstructured":"KYRIAZOPOULOU, Mary; WEBER, Harold. (ed.) Desenvolvimento de um conjunto de indicadores \u2013 para a educa\u00e7\u00e3o inclusiva na Europa. Odense, Denmark: European Agency for Development in Special Needs Education, 2009. Dispon\u00edvel em: https:\/\/www.european-agency.org\/sites\/default\/files\/development-of-a-set-of-indicators-for-inclusive-education-in-europe_indicators-PT.pdf. Acesso em: dez. 2023."},{"key":"1516487","doi-asserted-by":"crossref","unstructured":"LEITE, Carlinda; FERNANDES, Preciosa. Avalia\u00e7\u00e3o, qualidade e equidade. 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